❶ 急！！要人教版英語必修三第五單元reading譯文
"真北方」之旅
李黛予和她的表妹劉倩要去加拿大大西洋海岸的蒙特利爾市看望她們的表兄妹們。她們不想一路乘飛機，她們決定飛到溫哥華，再從西海岸乘火車橫穿加拿大到東海岸。要橫貫整個大陸的想法很是令人興奮。
朋友林丹尼在機場等候她們。他要帶著她們和行李去火車站乘坐橫越加拿大的「真北方」號列車。去火車站的路上，林丹尼聊起了她們的旅程，「你們沿途將會看到美麗壯觀的風景。一路向東行，你們會經過一座座山脈，上千個湖泊，森林，還有寬闊的河流和許多大城市。有人想在不到五天的時間里穿越加拿大，她們忘了加拿大從東海岸到西海岸共有5500千米。這兒，溫哥華，是加拿大最溫暖的地方。人們說溫哥華是加拿大最美麗的城市，被大山和太平洋環抱。落基山可以滑雪，海港供你揚帆，這些使得溫哥華成為加拿大最受歡迎的居住城市之一。這個城市的人口增長很快。在溫哥華北面的海岸上保存著世界上最古老，最美麗的森林。那兒的濕度很大，所以樹都長得特別高，一些高達90多米。」
那天下午表姐妹倆才登上火車落了座。火車先是穿越落基山脈，她們設法看到了野山羊，甚至還看到了一隻大灰熊和一隻鷹。她們的下一站就是卡爾加里，這個城市因「大西部賽馬會」而聞名。來自世界各地的牛仔們來參加賽馬會比賽。他們中許多人都有騎野馬的才能，他們能贏得幾千美元的獎金。
兩天以後，她們開始意識到加拿大人煙稀少。她們在學校里學過，大多數加拿大人居住在靠近美國幾百千米以內的邊境地帶，加拿大的人口也只有三千萬多一點兒。但是現在看到這么空曠的國家，她們很驚訝。火車穿過一個種植小麥的省份，她們看到了面積有數千平方千米的農場。晚飯後，她們又回到了城市，位於五大湖區頂端的繁忙的港口城市桑德灣。巨大的海輪可以開到五大湖，讓表姐妹倆感到吃驚。她們知道，因為五大湖，加拿大的淡水比世界上任何其他國家都要多。事實上，加拿大擁有全世界三分之一的淡水量，其中大部分都蓄在五大湖泊里。
那天夜裡她們睡著了，火車越過蘇比利爾胡，穿過大森林，朝南向多倫多飛馳著。
❷ 高一英語必修三unit5課文翻譯
李黛予和她的表妹劉倩要去加拿大大西洋海岸的蒙特利爾市看望她們的表兄妹們.她們不想一路乘飛機,她們決定飛到溫哥華,再從西海岸乘火車橫穿加拿大到達東海岸.要橫貫整個大陸的想法很是令人興奮. 朋友林丹尼在機場等候她們.他要帶著她們和行李去火車站乘坐橫越加拿大的"真北方"號列車.在去火車站的路上,林丹尼聊起了她們的旅程,"你們沿途將會看到美麗壯闊的風景.一路向東行,你們會經過一座座山脈,上千個湖泊,森林,還有寬闊的河流和許多大城市.有人想在不到五天的時間里穿越加拿大,他們忘了加拿大從東海岸到西海岸共有5500千米.這兒,溫哥華,是加拿大最溫暖的地方.人們說溫哥華是加拿大最美麗的城市,被大山和太平洋環抱.落基山可以滑雪,海港供你揚帆,這些使得溫哥華成為加拿大最受歡迎的居住城市之一.這個城市的人口增長很快.在溫哥華北面的海岸上保存著世界上最古老.最美麗的森林.那兒的濕度很大,所以樹都長得特別高,一些高達90多米." 那天下午表姐妹倆才登上火車落了座.火車先是穿越落基山脈,她們設法看到了野山羊,甚至還看到了一隻大灰熊和一隻鷹.她們的下一站就是卡爾加里,這個城市因"大西部賽馬會"而聞名.來自世界各地的牛仔們來參加賽馬會比賽.他們中許多人都有騎野馬的才能,他們能贏得幾千美元的獎金. 兩天以後,她們開始意識到加拿大人煙稀少.她們在學校學過,大多數加拿大人居住在靠近美國幾百千米以內的邊境地帶,加拿大的人口也只有三千萬多一點.但是現在看到這么空曠的國家,她們很驚訝.火車穿過一個種植小麥的省份,她們看到了面積有數千平方千米的農場.晚飯後,她們又回到城市,位於五大湖區頂端的繁忙的港口城市桑德貝.巨大的海輪可以開到五大湖,讓表姐妹倆感到吃驚.她們知道,因為五大湖,加拿大的淡水比世界上任何其他國家都要多.事實上,加拿大擁有全世界三分之一的淡水量,其中大部分都蓄在五大湖泊里. 那天夜裡她們睡著了,火車越過蘇必利爾湖,穿過大森林,朝南向多倫多飛馳著.
❸ 英語必修三五單元單詞表含英標
高中英語必修三第
5
單元詞彙及默寫
貴陽市烏當中學
高力超
（註：不含帶
Δ
的詞）
quiz
測驗；問答比賽
Canadian n.
加拿大人
adj.
加拿大的；加拿大人的
minister n.
大臣；部長
prime minister
首相；丞相
rather than
與其；不願
continent n.
洲；大陸
baggage n.
行李
chat vi. & n.
聊天；閑聊
scenery n.
景色；風景
eastward adv.
向東
adj.
向東的；朝東的
westward adv.
向西
adj.
向西的；朝西上的
upward adv.
向上地；上升的
adj.
上升的；向上的
surround vt. & vi.
包圍；圍繞
harbour n. (=harbor)
海港
measure vi. & vt.
測量；衡量；判定
n.
計量制；計量單位；措施
aboard prep. & adv.
在船、飛機、火車或公共汽車上
settle down
定居；平靜下來；專心於
manage to do
設法做
catch sight of
看見；瞥見
eagle n.
鷹
have a gift for
對……有天賦
within prep.
在……之內
border n.
邊界；國界；邊沿
vt. & vi.
與……接壤；接近
slight adj.
輕微的；微小的
slightly adv.
稍稍；輕微地
acre n.
英畝
urban adj.
城市的；市鎮的
topic n.
話題
mix vt. & vi.
混合；調配
mixture n.
混合（物）
；混合狀態
bush n.
灌木（叢）
；矮樹（叢）
maple n.
楓；楓樹
frost n.
霜；霜凍
confirm vt.
證實；證明；批准
wealthy adj.
富有的
distance n.
距離；遠方
in the distance
在遠處
mist n.
薄霧
misty adj.
有薄霧的；模糊的
schoolmate n.
同學；校友
❹ 高二英語必修五第三單元教案
我有譯林牛津版高二英語必修五第三單元教案，希望可以幫到你。
Unit3 Science versus nature
Welcome to the unit
Teaching objectives:
1. To arouse students』 interest in the unit topic
2. To help students kwon more about cloning technology
3. To encourage students to participate in the discussion relevant to cloning
Teaching focus and difficulties:
1. Make sure that students can have the basic knowledge about cloning.
2. Make sure that each student can hold their own opinions towards cloning.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Brainstorming
1. Ask students to read the title of the unit Science versus nature. Draw students』 attention to the word 『versus』. Tell them that 『versus』 is usually used when discussing sports competitions or the law, which means that two teams or sides are against each other.
Encourage students to think why 『versus』 is used here. Ask students the following questions:
Do you think there is conflict between science and nature?
What might the conflict be?
2. Show a picture of the first cloned mammal, Dolly. Give some introction about the creation of Dolly. Tell students this new technology is called 『cloning』, which proces an exact of an animal or a plant from its own cells.
3. Lead students to learn the unit while thinking about the relationship between the title of the unit Science versus nature and cloning technology.
Step2 Sharing information
1. Show the following five pictures one by one, each of which shows a successfully cloned animal. As to the five pictures, we conct the following activities.
(Picture2) Tell students that the mule in the picture is the world』s first cloned mule. It was born on 4 May 2003. His name is Idaho Gem and his brother, Taz, was a racing mule that has won many competitions.
(Picture3) Tell students that the kitten in the picture is called Cc. Its name is from 『Copycat』. Scientists in the USA created it with a cell taken from its mother, Rainbow. It was born in December 2002.
(Picture4) The five little pigs』 names are Noel, Angel, Star, Joy and Mary.
(Picture5) The pair of calves were born on 5 July 1998 in Ishikawa, Japan. They were two years younger than Dolly, being the second alt animal clones in the world.
(Picture6) The name of the cloned monkey is ANDi. It is from 『inserted DNA』 spelt backwards. It is the first genetically modified monkey. The technology is different from that used for Dolly.
2. Get students to form groups of four or six to discuss the further questions:
From just these pictures, can you identify the differences between the cloned animals and normal ones?
In your opinion, what might be the differences between these cloned animals and normal ones? Can these animals lead a normal life as normal animals?
Ask several groups to report their answers to the class. Allow different opinions and encourage further discussion.
3. Have students hold a debate about whether it would be a good idea to clone humans some day. Divide students into two groups. One group represents anti-cloning views while the other represents pro-cloning views. Encourage students to provide as many reasons as they can to support their ideas.
Step3 Homework
Assign students to surf the Internet or refer to other sources for further information relevant to cloning technology, so as to finish the first two questions below the pictures. Ask students to make as many notes as possible.
Reading (1)
Teaching objectives:
1.To reinforce students』 comprehension of the text and improve their other skills by participating in all the activities.
2.To help students know the widespread discussion about cloning and hold their own attitudes towards it.
3.To enable students to master the reading strategy and become more competent in reading articles related to science.
Teaching focus and difficulties:
1. Students can work out the meaning of difficult or unfamiliar scientific terms with reading strategy.
2. Students can hold their own opinions on the base of reading the article.
Teaching aids:
The multimedia
Brief teaching proceres:
Step1 Lead- in
Check the homework. Encourage students to share their sources relevant to cloning technology with the whole class. Tell students that cloning has been the subject of scientific experiments for years. The recent success in cloning animals has resulted in fierce debates between scientists, politicians and public.
Step2 Reading strategy
Get students to go through the reading strategy, and make sure that everyone of them understands how to work out the meaning of these scientific terms.
Step1
Begin by reading the first and last paragraphs for an idea of what the article is about.
Step2
Circle any words you do not now. Question things you do not understand or that do not appear to make sense.
Step3
Read through the article a few times, and make sense of the scientific terms upon further readings.
Step3 First reading—Main idea
Ask students to refer to the reading passage and find out the main idea.
(The reading passage is made up of a newspaper article about cloning and two readers』 letters. We will be given information about how cloning is being researched and the different attitudes towards it.)
Step4 Second reading—Understanding scientific terms
Ask students to circle the unfamiliar words or things they do not understand while second reading. (For example: embryo, tissues and organs, interfere with nature, etc)
Step5 Third reading—Detailed information
Ask students to read only the article carefully, and finish the following exercises:
1. What are the different attitudes towards the success of cloning a human embryo?
On the one hand (valuable tissues and organs can be proced and be used to save human lives)
On the other hand (human beings may be on the way to procing a real-life monster)
Some people consider that (cloning human embryos with the intention to destroy them shows no respect for human life.)
2. Who are the persons in the article related to cloning?
persons
introctions
relations to cloning
Ian Wilumt
a Scottish scientist who created Dolly, the first mammal to be cloned successfully from an alt cell
He was shocked when hearing some scientists were considering cloning human beings. He never intends to create copies of humans. Instead, he thinks the efforts of scientists should be directed towards creating new cells and organs that could be used to cure diseases like cancer.
Faye Wilson
a woman of 41 years old who cannot have a baby.
She is desperate to have a baby of her own, a child that is genetically related to her.
Severino Antinori
an Italian doctor, who is one of the leaders in the cloning research
He has declared that he wants to be the first to clone a human being.
Chinese scientists
who have focused their efforts on cloning animals and stem cells to be used in medical research
China has succeeded in procing clones of cows and goats, and continues to research the ways in which cloning can benefit mankind.
Ask students to read the two letters carefully, and judge whether the statements are true or false:
Pauline Carter thinks:
1. the nature will pay back if we interfere with nature. ( T )
2. we should clone fewer babies to rece Earth』s population. ( F )
3. the lady who cannot have a baby can adopt an orphan, but not have a cloned baby. ( T )
Coline Jake thinks:
1. the news that the first human embryo has be cloned successfully is very terrible. ( F )
2. scientists have succeeded in challenging questions of morality. ( F )
3. human cloning is a good way to save her daughter who has died. ( F )
Step6 Further discussion
Understanding the scientific terms and reinforcing the comprehension of the text, students are got to form groups of four or six to discuss the further questions:
1. Find the reasons why people are pro- or anti-cloning in the article and letters and write them in the table below
Pro-cloning
Anti-cloning
1. proce valuable tissues and organs that could be used to save human lives
1. may proce a real-life Frankenshtein』s monster
2. cure disease like cancer
2. create more disease in the animal world
3. help those who are unable to have children
3. cloning shows no respect for human life
4. help those who want to clone their dead children
4. human life would no longer be unique
5. we should be having fewer babies in order to rece Earth』s population, not cloning more
2. Do you think it would be easy for the cloned baby to accept his/ her social identity as a 『cloned』 human being?
3. What would the person that had the original cell feel about the cloned baby?
4. Think about the relationship between the title of the unit Science versus nature and cloning technology.
Step7 Homework
Think about the difficult scientific terms underlined before up on the text learning
❺ 人教版英語必修五三單元課後習題Work book翻譯
能不能把文章拍下來我看看
❻ 高中英語必修3[1到5單元的知識點]
這個太多了，我推薦你去和高三畢業生要本一輪復習的參考書「名師伴你行」，那個書的知識點分冊分單元超級全的，我高二期末考試還是110多分，用了那個做一輪復習資料，上面的知識點背個爛熟，高考英語考了141
❼ 英語必修五第三單元課後答案
你們學校有發光碟嗎？ 光碟里有電子書，有答案的。。如果沒有，請追問，我給你。
❽ 英語必修三五單元課文的所有從句（表明是什麼從句）非常非常！！
一.主語從句
主語從句是在復合句中充當主語的從句，通常放在主句謂語動詞之前或由形式主語it代替，而本身放在句子末尾。
1. It 作形式主語和it引導強調句的比較
It 作形式主語代替主語從句，主要是為了平衡句子結構，主語從句的連接詞沒有變化。而it引導的強調句則是對句子某一部分進行強調，無論強調的是什麼成分，都可用連詞that。被強調部分指人是也可用who/whom。例如：
It is a pity that you didn』t go to see the film.
It doesn』t interest me whether you succeed or not.
It is in the morning that the murder took place.
It is John that broke the window.
2. 用it 作形式主語的結構
(1) It is +名詞+從句
It is a fact that … 事實是…
It is an honor that …非常榮幸
It is common knowledge that …是常識
(2) it is +形容詞+從句
It is natural that… 很自然…
It is strange that… 奇怪的是…
(3) it is +不及物動詞+從句
It seems that… 似乎…
It happened that… 碰巧…
(4) it +過去分詞+從句
It is reported that… 據報道…
It has been proved that… 已證實…
3. 主語從句不可位於句首的五種情況
(1) if 引導的主語從句不可居於復合句句首。
(2) It is said , (reported) …結構中的主語從句不可提前。例如：
It is said that President Jingo will visit our school next week. (right)
That President Jiang will visit our school next week is said. (wrong)
(3) It happens…, It occurs… 結構中的主語從句不可提前。例如：
It occurred to him that he failed in the examination. (right)
That he failed in the examination occurred to him. (wrong)
(4) It doesn』t matter how/whether …結構中的主語從句不可提前。例如：
It doesn』t matter whether he is wrong or not. (right)
Whether he is wrong or not doesn』t matter. (wrong)
(5) 含主語從句的復合句是疑問句時，主語從句不可提前。例如：
Is it likely that it will rain in the evening? (right)
Is that will rain in the evening likely? (wrong)
4. What 與that 在引導主語從句時的區別
What 引導主語從句時在句時在從句中充當句子成分，如主語.賓語.表語，而that 則不然。例如：
1) What you said yesterday is right.
2) That she is still alive is a consolation.
二.賓語從句
賓語從句就是在復合句中作賓語的名詞性從句，通常放在主句謂語動詞(及物動詞)或介詞之後。
1. 作動詞的賓語
(1) 由that引導的賓語從句(that 通常可以省略),例如：
I heard that be joined the army.
(2) 由what, whether (if) 引導的賓語從句，例如：
1) She did not know what had happened.
2) I wonder whether you can change this note for me.
(3) 動詞+間接賓語+賓語從句。例如：
She told me that she would accept my invitation.
2. 作介詞的賓語
例如：Our success depends upon how well we can cooperate with one another.
3. 作形容詞的賓語
例如：I am afraid (that) I』ve made a mistake.
That 引導的從句常跟在下列形容詞後作賓語：
Anxious, aware, certain, confident, convinced, determined, glad, proud, surprised, worried, sorry, thankful, ashamed, disappointed, annoyed, pleased, hurt, satisfied, content 等。也可以將此類詞後的that 從句的看作原因狀語從句。
4. It 可以作為形式賓語
It 不僅可以作為形式主語，還可以作為形式賓語而真正的賓語that 從句則放在句尾，特別是在帶復合賓語的句子中。 例如：
We heard it that she would get married next month..
5. 後邊不能直接跟that 從句的動詞
這類動詞有Allow, refuse, let, like, cause, force, admire, condemn, celebrate, dislike, love, help, take, forgive等。這類詞後可以用不定式或動名詞作賓語，但不可以用that引導的賓語從句。例如：
I admire their winning the match. (right)
I admire that they won the match. (wrong)
6. 不可用that從句作直接賓語的動詞
有些動詞不可用於「動詞+間接賓語+that從句「結構中，常見的有Envy, order, accuse, refuse, impress, forgive, blame, denounce, advise, congratulate等。例如：
He impressed the manager as an honest man. (right)
He impressed the manager that he was an honest man. (wrong)
7. 否定的轉移
若主句謂語動詞為Think, consider, wuppose, believe, expect, fancy, guess, imagine等，其後的賓語從句若含有否定意義，一般要把否定詞轉移到主句謂語上，從句謂語用肯定式。例如：
I don』t think this dress fits you well.(我認為這件衣服不適合你穿。)
三.表語從句
表語從句在復合句中作表語的名詞性從句，放在系動詞之後，一般結構是「主語+連系動詞+表語從句」。可以接表語從句的連系動詞有be, look, remain, seem等。引導表語從句的that常可省略。另外，常用的還有the reason is that… 和It is because 等結構。例如：
1) The question is whether we can make good preparation in such a short time.
2) This is why we can』t get the support of the people
3) But the fact remains that we are behind the other classes.
4) The reason he is late for school is that he missed the early bus.
四.同位語從句
同位語從句就是在復合句中作名詞的同位語的名詞性從句。
1. 同位語從句的功能
同位語從句對於名詞進一步解釋，說明名詞的具體內容，一般由that引導，例如：
1) The king』s decision that the prisoner would be set free surprised all the people.
2) The order that all the soldiers should stay still is given by the general.
2. 同位語在句子中的位置
同位語從句有時可以不緊跟在它所說明的名詞後面，而是被別的詞隔開。例如：
He got the news from Mary that the sports meeting was put off.
3. 同位語從句與定語從句的區別
(1) 定語從句中的that既代替先行詞，同時以在從句中作某個成分(主語或賓語)，而同位語從句中的that是連詞，只起連接主句與從句的作用，不充當句中任何成分。
(2) 定語從句是形容詞性的，其功能是修飾先行詞，對先行詞加以限定，描述定的性質或特徵;同位語從句是名詞性的，其功能是對名詞進行補充說明。例如：
1) The news that he told me is that Tom would go abroad next year.(他告訴我的消息是湯姆明年將出國。)(第一個that引導的從句是定語從句，that在從句中作賓語)
2)The news that Tom would go abroad is told by him.(湯姆將出國的消息是他講的。)(同位語從句，that在句中不作任何成分)
❾ 英語必修五第三單元語法。
過去分詞作狀語、定語